Factors Affecting Preservice English Teachers' Technological Pedagogical Content Knowledge (TPACK)

Agie Hanggara

Abstract


This research aims to identify factors influencing the development of Technological Pedagogical Content Knowledge (TPACK) of preservice English teachers, specifically those who are currently undertaking teaching practicum. The study employs a mixed-methods approach by distributing questionnaires, conducting in-depth interviews, and observing teaching practices to obtain comprehensive data. The study highlights the diverse levels of TPACK among prospective English teachers, with significant variations in technological, pedagogical, and content knowledge. The results also reveal several key elements that influence TPACK development. These include access to technological resources, support from mentor teachers, prior experience with technology, and the availability of professional development opportunities focused on technology integration

Keywords


TPACK,Preservice Teachers, EFL

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References


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DOI: https://doi.org/10.17509/bs_jpbsp.v25i2.75674

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